Results for 'Kelly Young'

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  1.  3
    Young People, Precarity and Global Grammars of Enterprise: Some Preliminary Provocations.Diego Carbajo Padilla & Peter Kelly - 2019 - Recerca.Revista de Pensament I Anàlisi 24 (1):61-91.
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  2.  2
    An Analysis of the Development of Adolescent and Young Adult Cancer Care in the United Kingdom: A Foucauldian Perspective.Maria Cable & Daniel Kelly - 2019 - Nursing Inquiry 26 (1):e12272.
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  3.  7
    Separate but Correlated: The Latent Structure of Space and Mathematics Across Development.Kelly S. Mix, Susan C. Levine, Yi-Ling Cheng, Chris Young, D. Zachary Hambrick, Raedy Ping & Spyros Konstantopoulos - 2016 - Journal of Experimental Psychology: General 145 (9):1206-1227.
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  4.  6
    Editorial Board EOV.Rebecca A. Martusewicz, Pamela K. Smith, Sandra Spickard Prettyman, Chloe Wilson, Joe Bishop, Jeff Edmundson, Kelly Young, Steven Mackie, Richard Brosio & Abraham DeLeon - 2013 - Educational Studies: Journal of the American Educational Studies Association 49 (6).
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  5.  2
    The Connection Between Spatial and Mathematical Ability Across Development.Christopher J. Young, Susan C. Levine & Kelly S. Mix - 2018 - Frontiers in Psychology 9.
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  6. The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-First-Century Teachers and Students.Sunya T. Collier, Dean Cristol, Sandra Dean, Nancy Fichtman Dana, Donna H. Foss, Rebecca K. Fox, Nancy P. Gallavan, Eric Greenwald, Leah Herner-Patnode, James Hoffman, Fred A. J. Korthagen, Barbara Larrivee Hea-Jin Lee, Jane McCarthy, Christie McIntyre, D. John McIntyre, Rejoyce Soukup Milam, Melissa Mosley, Lynn Paine, Walter Polka, Linda Quinn, Mistilina Sato, Jason Jude Smith, Anne Rath, Audra Roach, Katie Russell, Kelly Vaughn, Jian Wang, Angela Webster-Smith, Ruth Chung Wei, C. Stephen White, Rachel Wlodarksy, Diane Yendol-Hoppey & Martha Young - 2010 - R&L Education.
    This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.
     
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  7.  82
    How Young Children Learn From Examples: Descriptive and Inferential Problems.Charles W. Kalish, Sunae Kim & Andrew G. Young - 2012 - Cognitive Science 36 (8):1427-1448.
    Three experiments with preschool- and young school-aged children (N = 75 and 53) explored the kinds of relations children detect in samples of instances (descriptive problem) and how they generalize those relations to new instances (inferential problem). Each experiment initially presented a perfect biconditional relation between two features (e.g., all and only frogs are blue). Additional examples undermined one of the component conditional relations (not all frogs are blue) but supported another (only frogs are blue). Preschool-aged children did not (...)
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  8.  23
    Activating Event Knowledge.Mary Hare, Michael Jones, Caroline Thomson, Sarah Kelly & Ken McRae - 2009 - Cognition 111 (2):151-167.
  9.  11
    The Shape of Human Navigation: How Environmental Geometry is Used in Maintenance of Spatial Orientation.Jonathan W. Kelly, Timothy P. McNamara, Bobby Bodenheimer, Thomas H. Carr & John J. Rieser - 2008 - Cognition 109 (2):281-286.
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  10.  88
    Utilitarianism and Distributive Justice: The Civil Law and the Foundations of Bentham's Economic Thought*: P. J. Kelly.P. J. Kelly - 1989 - Utilitas 1 (1):62-81.
    Between 1787, and the end of his life in 1832, Bentham turned his attention to the development and application of economic ideas and principles within the general structure of his legislative project. For seventeen years this interest was manifested through a number of books and pamphlets, most of which remained in manuscript form, that develop a distinctive approach to economic questions. Although Bentham was influenced by Adam Smith's An Inquiry into the Nature and Causes of the Wealth of Nations, he (...)
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  11.  64
    Taking Utilitarianism Seriously: P. J. Kelly.P. J. Kelly - 1996 - Utilitas 8 (3):341-355.
    With a book as wide ranging and insightful as Barry's Justice as Impartiality, it is perhaps a little churlish to criticize it for paying insufficient attention to one's own particular interests. That said, in what follows I am going to do just that and claim that in an important sense Barry does not take utilitarianism seriously. Utilitarianism does receive some discussion in Barry's book, and in an important section which I will discuss he even appears to concede that utilitarianism provides (...)
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  12.  72
    More on Bentham on Utility and Rights: P. J. Kelly.P. J. Kelly - 1998 - Utilitas 10 (2):165-167.
    This paper examines Rosen's claim that Bentham's principle of utility was a distributive rather than an aggregative principle.
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  13. Kevin T. Kelly and Oliver Schulte.Kevin Kelly - unknown
    We argue that uncomputability and classical scepticism are both re ections of inductive underdetermination, so that Church's thesis and Hume's problem ought to receive equal emphasis in a balanced approach to the philosophy of induction. As an illustration of such an approach, we investigate how uncomputable the predictions of a hypothesis can be if the hypothesis is to be reliably investigated by a computable scienti c method.
     
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  14.  64
    A Reply From George Armstrong Kelly.George Armstrong Kelly - 1979 - The Owl of Minerva 10 (4):10-11.
    While I deeply appreciate the painstaking and often generous remarks in R.N. Berki’s review of my book Hegel’s Retreat From Eleusis, [OWL, September 1978], I should like to correct two of his misapprehensions. First, the point is not that I try to “steer a middle course between ‘antiquaries’ who relegate Hegel to history books and ‘renovators’ who believe that Hegel is directly relevant,” but between the former and those who warp Hegel out of context in support of their preferred vision (...)
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  15.  39
    Response From Young, Sprengelmeyer, Phillips and Calder.A. W. Young, R. Sprengelmeyer, M. Phillips & A. J. Calder - 1997 - Trends in Cognitive Sciences 1 (9):322-325.
  16.  4
    Language Network Function in Young Children Born Very Preterm.Eun Jung Choi, Marlee M. Vandewouw, Julia M. Young & Margot J. Taylor - 2018 - Frontiers in Human Neuroscience 12.
  17.  50
    Response From Young and Aggleton.Andrew W. Young & John P. Aggleton - 1997 - Trends in Cognitive Sciences 1 (2):47-48.
  18. Women, History, and Theory: The Essays of Joan Kelly.Joan Kelly - 1985 - Science and Society 49 (4):488-491.
  19.  42
    Response From Ellis, Young, Quayle and de Pauw.H. D. Ellis, A. H. Quaylea, A. W. Young & K. W. de Pauw - 1997 - Trends in Cognitive Sciences 1 (5):158.
  20.  18
    In Memoriam: Eileen P. Kelly.Thomas E. Kelly - 2014 - Catholic Social Science Review 19:299-301.
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  21.  29
    When Things Go Wrong: Managing Crisis. A Talk with Harry M. Jansen Kraemer, Jr., and Sally Benjamin Young. Interview by Thomasine Kushner. [REVIEW]H. M. Kraemer Jr & S. B. Young - 2003 - Cambridge Quarterly of Healthcare Ethics 13 (2):193-199.
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  22.  23
    The Sangha in Buddhist History1: D. N. DE L. YOUNG.D. N. De L. Young - 1970 - Religious Studies 6 (3):243-252.
    Of all the distinctive features of the Buddhist religion, one of the most neglected is the sangha . Scholars give much attention to the study of texts and commentaries, the analysis of doctrines and the classification of schools. But the core of the Buddhist religion is the sangha , the community of bhikkhus around whose corporate life the religion is moulded. It is the existence and structure of the sangha which has shaped the history of Buddhism, enabled it to take (...)
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  23.  22
    6. The Word Made Flesh: Ryu Young-Mo’s Christo-Dao: A Korean Perspective.Kim Heup Young - 2014 - In Christoph Schwöbel & Anselm K. Min (eds.), Word and Spirit: Renewing Christology and Pneumatology in a Globalizing World. De Gruyter. pp. 113-130.
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  24.  20
    Classical Theism and the Doctrine of the Trinity: Charles J. Kelly.Charles J. Kelly - 1994 - Religious Studies 30 (1):67-88.
    It is well known that Augustine, Boethius, Anselm and Aquinas participated in a tradition of philosophical theology which determined God to be simple, perfect, immutable and timelessly eternal. Within the parameters of such an Hellenic understanding of the divine nature, they sought a clarification of one of the fundamental teachings of their Christian faith, the doctrine of the Trinity. These classical theists were not dogmatists, naively unreflective about the very possibility of their project. Aquinas, for instance, explicitly worried about and (...)
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  25.  18
    Inquiry in the Arts and Sciences: James O. Young.James O. Young - 1996 - Philosophy 71 (276):255-273.
    In his 1836 lectures to the Royal Institute, the great landscape painter John Constable stated that ‘Painting is a science, and should be pursued as an inquiry into the laws of nature.’ Landscape, he went on to say, should ‘be considered a branch of natural philosophy, of which pictures are but the experiments.’ 1 Constable makes two claims in this striking passage. The first is that painting is a form of inquiry. This is, by itself, a bold claim, but Constable (...)
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  26. Kevin Kelly, Oliver Schulte, Vincent Hendricks.Kevin Kelly - unknown
    Philosophical logicians proposing theories of rational belief revision have had little to say about whether their proposals assist or impede the agent's ability to reliably arrive at the truth as his beliefs change through time. On the other hand, reliability is the central concern of formal learning theory. In this paper we investigate the belief revision theory of Alchourron, Gardenfors and Makinson from a learning theoretic point of view.
     
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  27.  15
    The Intelligibility of the Thomistic God: CHARLES J. KELLY.Charles J. Kelly - 1976 - Religious Studies 12 (3):347-364.
    Man has the urge to thrust against the limits of language. Think for instance about one's astonishment that anything exists. This astonishment cannot be expressed in the form of a question and there is no answer to it. Anything we can say must, a priori, be nonsense.
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  28.  19
    Edgar Morin: Introduction (Special Issue Edited by Michael Kelly).Michael Kelly - unknown
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  29.  8
    The Women of Greek Drama. By S. P. Young. New York: Exposition Press, 1953. Pp. 174. $3.50.John G. Griffith & S. P. Young - 1954 - Journal of Hellenic Studies 74:238-238.
  30. 17 Mary Kelly.Mary Kelly - 2007 - In Diarmuid Costello & Jonathan Vickery (eds.), Art: Key Contemporary Thinkers. Berg. pp. 17.
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  31. Moral Theology for the Twenty-First Century: Essays in Celebration of Kevin Kelly.Kevin T. Kelly, Julie Clague, Bernard Hoose & Gerard Mannion (eds.) - 2008 - T & T Clark.
     
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  32. Women, History & Theory the Essays of Joan Kelly.Joan Kelly - 1984
  33. Journeys Through Philosophy a Classical Introduction /Edited by Nicholas Capaldi, Eugene Kelly, and Luis E. Navia. --.Luis E. Navia, Nicholas Capaldi & Eugene Kelly - 1982 - Prometheus Books, 1982.
     
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  34. ATTHEWS, G. B.: "Philosophy and the Young Child". [REVIEW]R. Young - 1982 - Australasian Journal of Philosophy 60:196.
     
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  35. Young E.D. (2014) Love Reveals Persons as Irreplaceable. In: Maurer C., Milligan T., Pacovská K. (Eds) Love and Its Objects. Palgrave Macmillan, London.E. D. Young - 2104
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  36.  3
    Located in the Thin of It: Young Children’s Use of Thin Moral Concepts.Jennifer Cole Wright, Trisha Sedlock, Jenny West, Kelly Saulpaugh & Michelle Hopkins - 2016 - Journal of Moral Education 45 (3):308-323.
    One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic evaluative concepts, which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as (...)
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  37.  3
    Ten Steps to Conducting a Large, Multi-Site, Longitudinal Investigation of Language and Reading in Young Children.Kelly Farquharson & Kimberly A. Murphy - 2016 - Frontiers in Psychology 7.
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  38.  10
    Is Civics Enough? High School Civics Education and Young Adult Voter Turnout.Kelly Siegel-Stechler - 2019 - Journal of Social Studies Research 43 (3):241-253.
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  39.  23
    Throwing Like a Girl and Other Essays in Feminist Philosophy and Social Theory. By Iris Marion Young. Bloomington: Indiana University Press, 1990. [REVIEW]Kelly Oliver - 1991 - Hypatia 6 (3):218-221.
  40.  67
    Young Children Attribute Normativity to Novel Actions Without Pedagogy or Normative Language.Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello - 2011 - Developmental Science 14 (3):530-539.
    Young children interpret some acts performed by adults as normatively governed, that is, as capable of being performed either rightly or wrongly. In previous experiments, children have made this interpretation when adults introduced them to novel acts with normative language (e.g. ‘this is the way it goes’), along with pedagogical cues signaling culturally important information, and with social-pragmatic marking that this action is a token of a familiar type. In the current experiment, we exposed children to novel actions with (...)
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  41.  41
    Young Children Enforce Social Norms.Marco F. H. Schmidt & Michael Tomasello - 2012 - Current Directions in Psychological Science 21 (4):232-236.
    Social norms have played a key role in the evolution of human cooperation, serving to stabilize prosocial and egalitarian behavior despite the self-serving motives of individuals. Young children’s behavior mostly conforms to social norms, as they follow adult behavioral directives and instructions. But it turns out that even preschool children also actively enforce social norms on others, often using generic normative language to do so. This behavior is not easily explained by individualistic motives; it is more likely a result (...)
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  42. Is Teaching Children Young Earth Creationism Child Abuse?Helen De Cruz - 2013 - The Philosophers' Magazine 63:21-23.
    Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth Creationism (...)
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  43. New Femininities: Postfeminism, Neoliberalism, and Subjectivity.Rosalind Gill & Christina Scharff (eds.) - 2011 - Palgrave-Macmillan.
    Machine generated contents note: -- Acknowledgements -- Preface; A.McRobbie -- Notes on Contributors -- Introduction; C.Scharff & R.Gill -- PART I: SEXUAL SUBJECTIVITY AND THE MAKEOVER PARADIGM -- Pregnant Beauty: Maternal Femininities under Neoliberalism; I.Tyler -- The Right to Be Beautiful: Postfeminist Identity and Consumer Beauty Advertising; M.M.Lazar -- Spicing It Up: Sexual Entrepreneurs and The Sex Inspectors; L.Harvey & R.Gill -- '(M)Other-in-Chief: Michelle Obama and the Ideal of Republican Womanhood'; L.Guerrero -- Scourging the Abject Body: Ten Years Younger and (...)
     
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  44.  89
    Social Connection and Practice Dependence: Some Recent Developments in the Global Justice Literature: Iris Marion Young, Responsibility for Justice. Oxford: Oxford University Press, 2011; and Ayelet Banai, Miriam Ronzoni and Christian Schemmel, Social Justice, Global Dynamics. Oxford: Routledge, 2011.Robert Jubb - 2013 - Critical Review of International Social and Political Philosophy 16 (5):1-16.
    This review essay discusses two recent attempts to reform the framework in which issues of international and global justice are discussed: Iris Marion Young's ?social connection' model and the practice-dependent approach, here exemplified by Ayelet Banai, Miriam Ronzoni and Christian Schemmel's edited collection. I argue that while Young's model may fit some issues of international or global justice, it misconceives the problems that many of them pose. Indeed, its difficulties point precisely in the direction of practice dependence as (...)
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  45.  49
    Individuals, Institutions, and Structures: Agents of Political Responsibilities in Cohen, Pogge, and Young.Jessica Payson - 2012 - Social Theory and Practice 38 (4):645-662.
    In this essay I argue that Iris Marion Young provides a substantially new model of responsibility that provides a way out of the standard debate regarding whether and the extent to which individuals have responsibilities for justice. This debate, best represented in an exchange of essays between G.A. Cohen and Thomas Pogge, hinges on the causal efficacy of the bearers of responsibility for justice. By distinguishing herself from both Cohen’s individualism and Pogge’s institutionalism, Young provides an enhanced way (...)
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  46. Rawls, Young, and the Scope of Justice.Hennie Lötter - 1999 - Theoria 46 (94):90-107.
    What is justice all about? What is the scope of the concept of justice? What issues can legitimately be evaluated in terms of justice? In her book Justice and the Politics of Difference, Iris Marion Young challenges the concept of justice as defined by John Rawls and used by many others in the philosophical debates that responded to Rawls’s, A Theory of Justice (1971). Is Young’s critique on the prevailing use of the concept of justice and contemporary theories (...)
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  47.  33
    L'Imagination au Pouvoir: Comparing John Rawls's Method of Ideal Theory with Iris Marion Young's Method of Critical Theory.Alison M. Jaggar - 2009 - In Lisa Tessman (ed.), Feminist Ethics and Social and Political Philosophy: Theorizing the Non-Ideal. Springer. pp. 59--66.
    This chapter compares the philosophical methods used respectively by John Rawls and Iris Marion Young. Rawls’s theory is ideal in several interrelated methodological respects: he emphasizes principle over practice; he relies on a fictional reasoning process; and his theory is designed for an imagined world that lacks many problematic aspects of the real world. Young’s method, which she characterizes as critical theory, is non-ideal in all the respects that Rawls’s method is ideal. Young emphasizes practice; she respects (...)
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  48. Politics of Difference and Nationalism: On Iris Young's Global Vision.Ranjoo Seodu Herr - 2008 - Hypatia 23 (3):pp. 39-59.
    Iris Marion Young’s politics of difference promotes equality among socially and culturally different groups within multicultural states and advocates group autonomy to empower such groups to develop their own voice. Extending the politics of difference to the international sphere, Young advocates “decentered diverse democratic federalism” that combines local self-determination and cosmopolitanism, while adamantly rejecting nationalism. Herr argues that nationalism, charitably interpreted, is not only consistent with Young’s politics of difference but also necessary for realizing Young’s ideal (...)
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  49.  29
    An Assessment of Existential Worldview Function Among Young Women at Risk for Depression and Anxiety—A Multi-Method Study.Christina Sophia Lloyd, Britt af Klinteberg & Valerie DeMarinis - 2017 - Archive for the Psychology of Religion 39 (2):165-203.
    _ Source: _Volume 39, Issue 2, pp 165 - 203 Increasing rates of psychiatric problems like depression and anxiety among Swedish youth, predominantly among females, are considered a serious public mental health concern. Multiple studies confirm that psychological as well as existential vulnerability manifest in different ways for youths in Sweden. This multi-method study aimed at assessing existential worldview function by three factors: 1) existential worldview, 2) ontological security, and 3) self-concept, attempting to identify possible protective and risk factors for (...)
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  50.  12
    How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction.Jessica Allen Hanssen - 2018 - Studier i Pædagogisk Filosofi 6 (2):41-57.
    It is impossible to ignore the enduring and sweeping popularity of young adult novels written with a dystopian, or even apocalyptic, outlook. Series such as Th e Hunger Games, Th e Maze Runner, and Divergent present dark and boding worlds of amplifi ed terror and societal collapse, and their vulnerable protagonists must answer constant environmental, social, and political challenges, or risk starvation, injury, and various formsof pain and suff ering. More frequently than not, the tensions of the dystopian YA (...)
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